Evaluating a Spatial Reasoning Test for Better Understanding Struggling Science Learners

Darrell RudmannFollow

Department

Social Sciences

Presentation Location

Clark Memorial Library, Room 207

Presentation Start Date and Time

7-3-2024 5:30 PM

Presentation End Date and Time

7-3-2024 6:30 PM

Brief Abstract

I would like to present the current state of my progress with a spatial reasoning test that is specifically to a particular conceptual domain. The Astronomy-Based Geometry Test (ABGT) has 21 items that are visually presented, in a multiple choice format, and are derived from the fundamental movements of the solar system that explain the day/night cycle, seasons, lunar phases, and eclipses. I will report on current reliability and validity of the scale, along with possible uses. With combined data from about 141 participants across smaller studies, norms for high- and low-scorers have been established. Validity of the scale appears to be good-to-strong, with several questions related to each key movement in the solar system. An exploratory factor analysis shows one factor with two subscales. The ABGT has modest but not strong overlap with a general spatial test, the Cube Comparison Test (r = 0.438), which shows it is both assessing thinking that is similar to and distinct from general spatial reasoning. In terms of reliability, Cronbach’s alpha coefficient shows evidence for internal consistency and one primary construct. Test-retest with a small sample (n = 24) is not high (r = .455), which is a concern, but more data needs to be collected. A distinct feature of this test is that it is not a general spatial reasoning test, but focuses on those particular spatial relationships that may be problematic for a student. Hence, this test can be used with other assessment data to generate a profile of strengths and weaknesses for struggling science learners. This element of validity—how well does performance on the ABGT connect to understanding basic astronomy—will be presented.

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Mar 7th, 5:30 PM Mar 7th, 6:30 PM

Evaluating a Spatial Reasoning Test for Better Understanding Struggling Science Learners

Clark Memorial Library, Room 207

I would like to present the current state of my progress with a spatial reasoning test that is specifically to a particular conceptual domain. The Astronomy-Based Geometry Test (ABGT) has 21 items that are visually presented, in a multiple choice format, and are derived from the fundamental movements of the solar system that explain the day/night cycle, seasons, lunar phases, and eclipses. I will report on current reliability and validity of the scale, along with possible uses. With combined data from about 141 participants across smaller studies, norms for high- and low-scorers have been established. Validity of the scale appears to be good-to-strong, with several questions related to each key movement in the solar system. An exploratory factor analysis shows one factor with two subscales. The ABGT has modest but not strong overlap with a general spatial test, the Cube Comparison Test (r = 0.438), which shows it is both assessing thinking that is similar to and distinct from general spatial reasoning. In terms of reliability, Cronbach’s alpha coefficient shows evidence for internal consistency and one primary construct. Test-retest with a small sample (n = 24) is not high (r = .455), which is a concern, but more data needs to be collected. A distinct feature of this test is that it is not a general spatial reasoning test, but focuses on those particular spatial relationships that may be problematic for a student. Hence, this test can be used with other assessment data to generate a profile of strengths and weaknesses for struggling science learners. This element of validity—how well does performance on the ABGT connect to understanding basic astronomy—will be presented.